Final+Project+-+Unit+Design


 * ‍ ‍Planning for the Beginning of an Instructional Unit **

[[file:Workshop_Design_Plan.pdf]]
‍‍ •What learning goals will I present to students?

Goals:


 * 1) Gain understanding of the elements of quality instruction and instructional design
 * 2) Identify strategies to engage learners
 * 3) Select appropriate assessment strategies that align with learning outcomes
 * 4) Use technology tools top support instruction

Specific Objectives:


 * 1) Recognize deficiencies in current course
 * 2) Identify areas of course that need improvement
 * 3) Identify Types of Learning and select strategies to facilitate those types
 * 4) Describe student characteristics, entry learning characteristics and prior knowledge
 * 5) Develop goals and objectives for course
 * 6) Sequence course content to build on prior learning and connect content
 * 7) Develop engaging lectures
 * 8) Capture lecture material
 * 9) Identify strategies to maximize instructional time
 * 10) Distinguish btw formative and summative assessments
 * 11) Incorporate formative assessment into lessons
 * 12) **//Design summative assessment to assess learning outcomes (a portion of this objective was used for the lesson design) //**
 * 13) Build & deploy test in Blackboard
 * 14) Develop rubric for authentic assessment
 * 15) Identify four technology tools to incorporate into course
 * 16) Align tools to support interaction.

‍‍• How will I display these goals so that they are clearly evident throughout the unit?

Goals are printed on all training material and referenced at each session. Specific objectives are presented in course overview and revisited as they are addressed in the training.

‍‍• How will I provide guidance for students as they generate their own learning goals?

Throughout the course, participants have to apply what they are learning under the guidance of the trainers. Immediate feedback will be given.

‍‍• How will student display these goals so they are evident throughout the unit?

Authentic assessments are embedded throughout the course.


 * ‍‍During a Unit - Planning for Introducing Knowledge**

• Which activities will I use to help students identify what they already know about new knowledge? We will use a pre-test as well as a pre-course survey to gather information on participant experiences.

‍‍• What activities will I use to help provide students with advanced organizers for new knowledge? an graphical instructional design model will be used throughout course and content will linked back to its components as they are covered

‍‍• What activities will I use to help students make inferences about new knowledge? participants will be asked to answer "how does this relate to my course" continuously throughout the course

‍‍• What will I do to help students take notes about the new knowledge? Material will be presented via PowerPoint and online resources, participants will have materials and can take notes directly on them.

‍‍• What will I do to help students represent the new knowledge in nonlinguistic ways? Does not fully apply -- this course will focus on applying learning in each session.

‍‍• How will I use cooperative learning? Participants will work in small groups to complete worksheets and debrief exercise in each session

**‍****‍•** What will I do to help students identify similarities and differences relative to the new knowledge? Participants will engage in discussions where they will discuss the implications of what they are learning and how it relates to (and is different or similar ) to what they currently do in their courses.

**‍****‍****‍‍During a Unit - Planning for Students to Review, Apply, and Practice Knowledge** **‍****‍**• How will I use homework to help students practice the knowledge that has been presented to them? Participants have homework after each session to practice and extend their learning.

‍‍• How will I use homework to help students apply the knowledge they are learning? Each assignment is targeted to applying the content to their own course.

‍‍• What activities will I use to help students generate and test hypotheses about the knowledge they are learning? not really applicable other than participants will be learning that if they design better instruction, it will positively affect student learning.

‍‍• What will I do to help students review and revise the nonlinguistic representations they have made for the knowledge they are learning? N/A

How will I provide students with systematic feedback on their progress toward learning goals? Throughout the course, participants have to apply what they are learning under the guidance of the trainers. Immediate feedback will be given.
 * ‍‍During a Unit - Planning for Monitoring Student Progress Toward Learning Goals**

‍‍• How will I involve students in the feedback process relative to learning goals? Authentic assessments are embedded throughout the course and participants will present their work to the group and both give and receive feedback.

‍‍• How will I celebrate and recognize student progress throughout the unit? Authentic assessments are embedded throughout the course and participants will present their work to the group and both give and receive feedback. Effort and success can be recognized at this time.

Participants will be given feedback from workshop leaders and other participates when they present their final plan on the last day of the workshop.
 * ‍‍Planning for the End of a Unit**
 * ‍****‍**• How will I provide a summary evaluation to students for each of the learning goals?

‍‍• How will I solicit students' self-evaluations for each learning goal? On the last session, participants are asked to reflect on what they have learned and how they applied it to their course and asked to explain how it helped their instruction.

‍‍• How will I reconcile differences between my evaluation of a student's progress and the self-evaluation? I will ask them to evaluate their work in light of our feedback and explain why THEY think it is different.